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Syllabus: Part II

Faculty Roles in HIED: Final

Creating the final syllabus for the, The Struggle is Real; Transitioning to Life After

College course felt like I was coming full circle in a way. I began thinking about and working on

this project in early January of spring 2015, upon my return from a leave semester of the HIED

program. As I state within the Course Description, ‘this course focuses on working with

collegiate students, and in particular female students, on the growth of self -confidence to assist

in building a strong sense of self both professionally and personally throughout the curriculum.’

The core pieces of the curriculum are inspired from the experience and perspective I gained

during, and in reflecting on my personal leave time. I was excited to take on this project within

the role of Graduate Intern with the Portland State University Women’s Resource Center in the

summer of 2015, and to be motivated to create something proactive in nature with strong built in

reflection pieces and a critical emphasis on discussion and group processing.

Working as a Teaching Assistant with Dr. Diane Kerr this semester has helped to define

and refine my teaching philosophy through practice and reflection. I have found that my guiding

philosophy heavily weighs on the idea of the co-production of learning, described by Barr &

Tagg in their work, From Teaching to Learning. “Students, the co-producers of learning, can and

must, of course, take responsibility for their own learning. Hence, responsibility is a win-win

game wherein two agents take responsibility for the same outcome even though neither is in

complete control of all the variables. When two agents take such responsibility, the resulting

synergy produces powerful results.” (Barr & Tagg, p.3) This quintessential piece to my view of

learning plays out within the non-traditional nature and structure of the Struggle is Real course.

The course heavily relies on the commitment and engagement of the students for them to fully

gain the skills and knowledge the curriculum aims to facilitate. This is largely due to the fact that

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the class in its initial conception was seen as being a discussion group. The formalized “out of

class experiences” were initially for students to pursue according to their own goals and needs.

Considering the newly refined structure of this course, at the heart it is still a support group of

sorts but with the added expectation of students bringing in their own knowledge, creating their

own paths, and deciding on their next steps after college by using the tools provided.

While I enjoy the idea of having a class grounded in a discussion group structure, as I

believe there is great power in openly sharing and reflecting on personal experiences with others,

the structure is not without its flaws. Attendance in this course is graded yet participation, the

key component I identify as students success, is not. I found it was hard to grade this component

in a way that was not punitive in nature as well fit the structure and inspiration behind the

creation of this class. I imagine that the students “arriving at the door” would do so with

intention and personal desire to take away an impactful experience. This is quite a tall order in

some respects, and in the interest of being candid I do believe this component would be a

consideration of improvement and tweaking in future semesters.

Missing in this course is a rather standard piece as well, a required textbook. The

collaborative nature of the course, and internship program, brings in the idea of having

professionals from across campus actually lead the various classes of the semester. The

instructor, quite literally, maintains the role of facilitator in many respects. I realize that this idea

in theory is rather exciting and novel, yet in practice it is bound to hit snags and require careful

attention to communication and responsiveness. The absence of required readings allows for

professionals to bring in key works, and pieces from the field for students to read in conjunction

with each week’s visitor. I found in Deneef & Goodwin a connection in my way of thinking

about the and overall picture for the class discussion technique, “Chose reading assignments and

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research projects that introduce students to the basic knowledge that you consider essential. This

means readings must be carefully chosen and small writing and research projects (which keep

students fully involved) must be planned so that they are not overwhelming and so that they

promote incremental growth in competence. They should gradually become more demanding as

the semester goes along.” (Deneef & Goodwin, p. 213) In the design stages of my internship

project I received many influential works from the professionals I connected with. These works,

among others, will provide the reading materials needed for students to gain background

knowledge and understanding to lead a hearty discussion each week.

This syllabus, and the course as a whole, has become a source of pride in my graduate

career. The structure is one that I find stimulating and novel, and the guiding objectives stem

from common experiences many women can relate to during periods of transition and

development in their lives. It is my hope to one day use the materials and to test the design with

actual college students. Until then, this project has been a learning experience full of creativity

that has granted me peace in my experiences and professional journey.

Reference

Barr, R.B. & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate

education. Change, Nov/Dec, pp. 13-25.

Deneef, A. L., & Craufurd D. G. (Eds.). (2007). The academic’s handbook (3 rd ed.). Durham,

NC: Duke University Press.

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WMST 401-001

The Struggle is Real; Transitioning to Life After College

Portland State University

Spring 2016

Mon, 5:30-8:15pm

Instructor:

Brandi Hoffman

Learning Community Coordinator,

Education, Health, and Human Services

Email: bhoffm14@kent.edu Office: 109 Manchester Hall

Office hours: Mon, 1-3pm; Thurs, 11am-1pm; or by scheduled appointment

Syllabus

Course Description

This course focuses on working with collegiate students, and in particular female students, on the

growth of self -confidence to assist in building a strong sense of self both professionally and

personally throughout the curriculum. Inspired through personal accounts of collegiate women

transitioning into post-undergraduate life, this class takes a critical look under the broad umbrella

of self-confidence through a refined curriculum addressing issues that often affect or contradict a

women feeling confident during transitionary experiences. Course assignments and material

target the areas of; career development, self-advocacy, self-understanding and above all

confidence in self.

Expected Learning Objectives

Students will reflect on future steps in career with incorporation of self-concept and

identity in relation to those steps.

Students will be able to name at least one strategy for combatting impostor syndrome.

Students will investigate the “how to” of appropriate self-care, articulation of needs and

interpretation of self and others’ personality preferences.

Students will understand the effects of perfectionism, type-A & anxiety in relation to self

and life experiences.

Students will identify resources and job searching databases for personal use in career

search process.

Students will pinpoint and take action to acquire appropriate professional references.

Students will build skills and abilities to tailor or create their professional online image.

Students will begin to take identified action steps to pursue post college plans according

to the student’s research and program reflections as a whole.

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Course Materials

While this course does not maintain a course text book, assigned readings will be available on

the Blackboard Learn site within each respective weekly folder. Additionally, the professionals

from across the Portland State University campus who will assist in co-facilitation of this course

will contribute work course for students to read and reflect upon as they see fit. Students should

plan to dedicate a structured weekly allotment of time for reading course articles, posted

chapters, professional journals readings, or reviewing multimedia assignments.

“Don’t ask [students] what they want to be when they grow up but what problems do they want to solve.

This changes the conversation from who do I want to work for, to what do I need to learn to be able to do

that.”

– Jamie Casap, Google Global Education Evangelist

Instructor’s Philosophy

Students have valuable perspectives and pre-existing experiences that bring course content alive.

Engaging student’s personal story and pre-existing knowledge allows critical investigation to

become a normative part of the learning process while adding a layer of personal understanding

and engagement for the student. I do not expect that every lesson will engage every student to the

same degree. Yet, therein lies the beauty of teaching… as you never know what will strike a

chord for a student. I aim to challenge students’ current understanding by finding pathways of

relating course material to a personal level. I work to inspire continued investigation or inquiry

into a subject as I believe that curiosity and questioning are powerful learning tools.

Course Requirements

Attendance:

Students are expected to attend each class session. If an absence is unavoidable, please notify the

instructor ahead of time. Although it is not possible to “make up” a class session, it is your

responsibility to contact the instructor to make arrangements for missed work, announcements,

handouts, and lost participation. Failure to follow up on missed work and to compensate for lost

participation will result in a lower final grade for this course.

Participation

Participation is an essential part of student’s successful completion of this course. Class

interaction will be frequent and require full attention and commitment for the full length of the

class period. It is expected that all students will show up on time and ready to engage with our

professional facilitators. If a student will not be in class or will be arriving late for a session, the

student must contact the instructor via email no later than 1 hour prior to the missed class period.

Excused absences will require proper professional notation.

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Professional Integrity

As a curtesy to our class presenters, students are expected to interact with each other and all

visiting professionals with integrity and competence. While students will not be held to a

particular standard of conduct in this expectation, a mutual rapport of respect should be

conveyed in how students interact, ask questions and follow up on course content. Students are

welcome, and encouraged, to contact visiting professionals throughout the course of the semester

using the provided contact information at the conclusion of the syllabus.

Assignments

Personal Values Statement (Due Week 2)

Values are traits or qualities that are considered worthwhile; they represent your highest

priorities and deeply held driving forces. When you are part of any organization, you bring your

deeply held values and beliefs to the organization. There they co-mingle with those of the other

members to create an organization or family culture. Value statements are grounded in values

and define:

How people want to behave with each other in an organization, an institution, a

company, or a family.

They are statements about how the organization will value customers, suppliers, and the

internal community.

Value statements describe actions which are the living enactment of the fundamental

values held by most individuals within the organization.

At the onset of our first class meeting, students will participate in a values identification exercise.

Using that experience, students will formally write a personal values statement by incorporation

the methods, guiding questions, and worksheet we discuss in class. This statement should be

approximately 1-2 pages. Students should contact the instructor if they will not be present for the

first class meeting.

Resume

Information, worksheets and completion guide for this assignment will be provided during our

first class meeting.

Draft (Due Week 4)

Critique (Due Week 6)

Professional, preferably from field of interest, should review and provide critique. If a

student experiences issues with completing this assignment should contact the instructor.

Reflection Journal (Due Week 8)

Think. Explore. Relate (TER)

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Students will submit their Reflection Journal at the close of the course, yet the process of writing

and reflection should be a continuous one throughout the entirety of the course. Submissions

should be brief (~200 words). While this journal can remain unstructured, the instructor will

provide guiding weekly prompts in class for students to consider as part of their responses. When

unstructured, the following can guide a student’s response:

Thinking: What were you left thinking about after the discussion/ reading for this week? What

is influenced you or made you think differently? What questions do you have?

Explore: What action has this week’s readings or visiting professional inspired in you? What

steps are you planning to take next? Has your thinking changed or shifted?

Relate: So what? Why do you think we read/discussed this? What might you do with what you

read? What meaning or application does this have to your work/life?

One journal entry should include a reaction to a visiting professional facilitator.

One journal entry should describe and explore an identified goal or “work in progress”

initiative the student would like to complete during the course or continue work post

completion of the course. This goal should be influenced and incorporate elements of

your personal values statement.

The reflection journal will be graded via the Consciousness of Self rubric (below) provided from the

Portland State University Student Activities and Leadership Division.

Professional Interview

As a combination of experiences the student is expected to schedule, prepare for, and complete a

professional interview via the Portland State University Career Center. Students are welcome to

complete this assignment at any time in the semester, although they may find it most beneficial

to do this post Week 5 of the course. Students should recognize that preparing for this

assignment takes time and to arrange an opportunity to interview will require schedule

availability of the Career Center. If students run into issues they may contact the instructor for

assistance. At the close of the interview students should submit a one page reflection paper

addressing the experience within one week of the interview. Students should include the name

and contact information for the Career Center professional they interviewed with within the

reflection paper.

Students can find more information here: http://www.pdx.edu/careers/your-job-search

Please contact the Career Services Office, or stop in to schedule an interview: 503-725-

4005

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Provided via: http://studentvoice.com/rubrics/psu/conciousnessofself

Consciousness

of Self Rubric

-0- -1- -2- -3-

Personal

Philosophy

Is unable to

express a personal

philosophy of life.

Is unable to

express beliefs

and values.

Expresses

components of a

personal philosophy

of life in a non-

cohesive fashion.

Relies upon

external influences

to express beliefs

and values.

Expresses

somewhat

cohesive

personal

philosophy of

life rather

articulately with

moderate

confidence.

Expresses beliefs

and values rather

articulately and

takes personal

ownership of

said beliefs and

values.

Expresses a

cohesive personal

philosophy of life

articulately and

with strong

confidence.

Beliefs and values

can be stated

articulately, are

personally owned,

and internally

driven.

Reflection

Does not take

time to reflect

after experiences

or upon

knowledge

acquisition.

Does not welcome

or reflect on

feedback.

Reflection lacks

clarity or

thoroughness.

May accept but

does not encourage

feedback from

others.

Skillfully

engages in

reflection that is

thorough and

clear.

Seeks feedback

from others.

Incorporates

outcome of

skillful reflection

and solicited

feedback into

self-appraisal and

behaviors.

Articulates

strengths and

weaknesses and

how to use them

most effectively.

Goal Setting

Does not set any

goals, or goals are

inconsistent with

values, interests,

personality and

skills, or are

unattainable.

Sets goals, though

some lack clarity or

consistency with

values, interests,

personality and

skills, or are

otherwise

unattainable.

Sets goals that

are attainable and

consistent with

values, interests,

personality and

skills, though

lacks strategies

to reach them all.

Sets goals that are

attainable and

consistent with

values, interests

personality and

skills, and

develops

reasonable

strategies to reach

them.

Decision Making

Does not

incorporate

personal values,

interests,

personality and

skills into

decisions.

Inconsistently

incorporates

personal values,

interests,

personality and

skills into

decisions.

Consistently

makes decisions

based on

personal values,

interests

personality and

skills but does

not integrate

external info and

resources.

Integrates

external

information and

resources, with

values, interests,

personality and

skills in order to

make informed

decisions.

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Course Evaluation

Attendance 20 points

Personal Values Statement 40 points

Resume

Draft 20

Critique 20

40 points

Professional Interview

& Reflection 40 points

Reflection Journal 60 points

__________________________________________________

Total 200 points possible

Grading Scale (percentages) 95-100% A

90-94% A-

86-89% B+

83-85% B

80-82% B-

76-79% C+

73-75% C

70-72% C-

66-69% D+

60-65% D

59 or lower F

Extra Credit

There may be opportunities for extra credit in this class. They will be appended on the syllabus

or announced in class. Students have the opportunity to attend two extra credit opportunities (5

points each) for a potential total of 10 points. Extra credit is considered only when class

attendance is regular. If a student misses 3 or more class sessions (unexcused), no extra credit

points will be awarded.

Late Work: It is expected that course papers/projects will be submitted on the date due. Any

student with extenuating or emergency circumstances that prevent submission on the due date

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should discuss his/her situation individually with the instructor. Late submission of work will

receive a 10% grade reduction per class that it is late.

Access and Inclusion for Students with Disabilities

PSU values diversity and inclusion; we are committed to fostering mutual respect and full

participation for all students. My goal is to create a learning environment that is equitable,

useable, inclusive, and welcoming. If any aspects of instruction or course design result in barriers

to your inclusion or learning, please notify me. The Disability Resource Center (DRC) provides

reasonable accommodations for students who encounter barriers in the learning environment.

If you have, or think you may have, a disability that may affect your work in this class and feel

you need accommodations, contact the Disability Resource Center to schedule an appointment

and initiate a conversation about reasonable accommodations. The DRC is located in 116 Smith

Memorial Student Union, 503-725-4150,drc@pdx.edu, https://www.pdx.edu/drc.

If you already have accommodations, please contact me to make sure that I have received a

faculty notification letter and discuss your accommodations.

Students who need accommodations for tests and quizzes are expected to schedule their tests to

overlap with the time the class is taking the test.

Please be aware that the accessible tables or chairs in the room should remain available for

students who find that standard classroom seating is not useable.

For information about emergency preparedness, please go to the Fire and Life Safety

webpage(https://www.pdx.edu/environmental-health-safety/fire-and-life-safety) for information.

NOTE: Portions of this syllabus are adapted from ideas shared by Dr. Susan Iverson, Kent State

University; Dr. Diane Kerr, Kent State University

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Course Schedule

(Syllabus is subject to change)

Date Topic(s) Class Work &

Assignment(s) Due

Week 1

Values & Self Concept

Identifying Core Values &

Writing a personal

statement

Week 2

Imposter Syndrome

Strategies for combating

Imposter Syndrome

DUE: Personal Values

Statement

Week 3

Personality Types & Self

Assessments

Examining personality

type(s) & articulating self-

care

Week 4

Perfectionism, Type A &

Anxiety

Investigation of commonly

hidden barriers to success

DUE: Resume Draft

Week 5

$TART SMART

w/ PSU American

Association of University

Women (AAUW)

Negotiation, wages,

budgeting and financial

health strategies

Week 6

Healthy Relationships &

Networking

Establishing a strong

professional network &

understanding self-

advocacy in the work

environment

DUE: Resume Critique

Week 7

Web Presence &

Professional Image

Constructing a professional

[online] image

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Week 8

Interviewing & Resumes

Theory to practice.

Preparing to ‘nail’ an

interview

DUE: Reflection Journal

& Final Interview

The Struggle is Real:

Transitioning to Life after College

Professional Contact List

Week 1: Self Concept & Identity

Sheena Ino/ Virginia Martin, of the WRC

o Sheena Ino: sheino@pdx.edu

o V: vmartin@pdx.edu

503.725.2790 tel

Week 2: Impostor Syndrome

Anna Vetter of the WRC

vanna@pdx.edu

Week 3: Personality Types & Self Assessments

Louise Paradis, Career Counselor

503-725-4970 tel

paradisl@pdx.edu

Week 4: Perfectionism, Type-A & Anxiety

Lisa M. Koralewicz, SHAC

503.725.2800 tel

lkoral@pdx.edu

Week 5: $tart Smart

Nancy Thomas, AAUW

nmthomas@teleport.com

Week 6: Healthy Relationship & Networking

Mariana Lindsay, The Center for Women’s Leadership

lmariana@pdx.edu

Week 7: Web Presence & Professional Identity

Kari Anne McDonald of the WRC

karm@pdx.edu

Week 8: Interviews & Resumes

Domanic Thomas, Director of Conduct and Community Standards

dthoma@pdx.edu